Student Code of Conduct

CBHS believes that our Code of Conduct must be widely understood and supported by the greater school community. The Code of Conduct is grounded in three components of the Pathways to Success: Build Community, Be Accountable and Work Ethically. Positive behavior is defined here as any behavior that promotes constructive learning or contributes to these Pathways. Negative behavior means any behavior that either distracts from learning and/or does some harm to our community or individual members of the community. The following precepts are essential in ensuring that all students feel welcome, safe and supported in their learning.

  • Students are responsible for their actions.
  • Students respect the rights of others to attend a safe and orderly school.
  • Students understand the consequences of negative behavior.
  • Parents play a primary role in making a school behavior system successful.
  • All students can learn and practice skills essential to self-discipline and positive behavior.



We dropped into wholesome Casco Bay High School... where hugs abound and everyone is a friend.... [W]hat seems to have the most impact on students is the interdependence of the school community.”   ~ Humanly Magazine, 2016



At CBHS, the response to negative behavior will be consistent and support a safe atmosphere with respect for the dignity of all community members. To create positive learning environments, everyone will be responsible for his/her own behaviors and the consequences. The entire school community, both staff and students will participate in, and support the behavior philosophy and procedures. Families and the school community will play an active role in promoting the positive behavior philosophy.


One of the pillars of excellence that CBHS uses to measure our success is Relationships. The response to negative behavior is best accomplished by involving all impacted community stakeholders in a restorative process: student, victim(s), parents, crew advisors, student body, and/or administration. By addressing negative behavior in a non-confrontational manner, we can help students to make amends.

Students are accountable for their behavior and:

  • The emotional safety of all CBHS community members.
  • The physical safety of all CBHS community members.
  • The respectful treatment of school property and the property of CBHS community members.
  • Regular attendance, work completion, and cooperation in the classroom and when learning in the broader community.



“Casco is the most incredible school for any student. It provides an environment that breeds compassion for all students and creates a community that encourages leadership, involvement and engagement in all ways. It forces students to ask tough questions-- about themselves and the world-- while helping them in finding constructive answers. There is no school like it...”

~ CBHS Student, Spring 2017 District Survey


Three Level Behavior System: The Three-Level Behavior System recognizes that consistent adult responses to low-level challenging behaviors (e.g., non-compliance, disruption etc.) produces a positive school climate in which more serious infractions will be infrequent.



Student Behavior

Possible Responses

*Off task behavior(s)

*Minor to moderate disruption

*Inappropriate verbal interactions

*Non-responsive to teacher direction

*Inattention to classroom work

*Unprepared for class

*Tardy to class


*Appropriate apology

*In/out of class break

*Any missed work completed during Acad., Block 7

*Verbal behavior plan

*Loss of privileges

*Parent notification/involvement

*Behavior reflected in HOWL grade




Student Behavior

Possible Responses

*Any Level 1 behaviors continue unabated during one class or over a period of classes.

*Student behavior causes a major disruption to others’ learning or safety.

*Development of individual behavior plan with teacher and crew advisor

*Loss of privileges

*Any missed work completed during Acad., Block 7

*Behavior reflected in HOWL grade

*Meeting with school administration

*School community service

Automatic Responses

*Appropriate apology

*Parent, Crew Advisor and Administrator Notification




Student Behavior

Possible Administrative Actions

Possible Responses

*Chronic violation of school or classroom rules

*Verbal aggressions or threats

*Possession, use or sale of alcohol/drugs or paraphernalia

*Damage to school or community property

*Physical altercations or assault

*Weapons possession or use



*Civil Rights Violations


*False Alarms

*Notify Superintendent

*Seek assistance from Student Assistance Team

*Refer for functional behavioral assessment and behavior intervention plan

*Participate in any parent conferences and re-entry meeting


Automatic Actions

*Ensure the accused student “due process,” hearing their perspective as well as gathering information and evidence from all relevant parties.

*Interagency referral such as Youth Court, Substance abuse counselor or Learning Works Community service

*Mediation with Victim(s)

*In school suspension

*Out of school suspension

*School community service

*Consideration for placement in alternative educational programming

*Recommendation for expulsion

*Notify Portland Police


Automatic Responses

*Appropriate apology

*Meeting with Parent/Guardian, Crew Advisor and Administrator




Students should be aware that colleges routinely require schools to report if a student has had any suspensions as a part of the college application process.


For details on the School Board's student discipline policies, please go to the “policy” link at the district website ( and view the following: Student Discipline (JK), System-Wide Student Code of Conduct (JIC), Student Suspension (JKD) and Drug and Alcohol Use by Students – Procedures (JICH-R).


Respect for Community Members

Respect for Diversity

Our community is fortunate to include people from diverse backgrounds and perspectives. Students have the opportunity to learn from their peers – and that opportunity extends to matters of language, race, gender, sexual orientation, class, religion, disabilities and cultural traditions. Students are expected to offer the same kind of respect they deserve to receive from others - and will face disciplinary consequences if they fail to do so. In 2018, PPS was proud to enact a new school board policy (JB) clarifying and affirming the rights of our transgender and gender expansive students. 

Respect for Individuals

Respect, at a minimum, means an environment free from harassment. Harassment is conduct or speech which is unwelcome, intimidating, derogatory, hostile and/or offensive, and which unreasonably interferes with a student’s ability to learn or a staff member’s ability to work. The Board has adopted a policy “Harassment and Sexual Harassment of Students” as well as complaint procedures (ACAA-R). Any student who believes that he/she or another student has been harassed is encouraged to bring this to the attention of a teacher or administrator. The policy and complaint procedure can be accessed here: Bullying, cyber-bullying, and hazing are forms of harassment. Harassment may be student-to-student, staff-to-student, student-to-staff, or staff-to-staff. Harassment may be offensive to a person for variety of reasons, including his or her gender, race, ethnic background, religion, age, sexual orientation, ability, or disability.


Sexual harassment is harassment which is of a sexual nature. This can include a range of behaviors including sexual insults and name-calling, off-color jokes, intimidation by words or actions, offensive touching, and pressure for sexual activity.


Harassing behavior is subject to disciplinary consequences up to and including expulsion. It may also be grounds for legal action and fines through the civil justice system.


Making the Pathways to Success Digital

1) Make sure your online reputation doesn't ruin your “real” reputation. Before communicating digitally about someone else or with someone else, consider...

a) Would I and should I say it to the person's face?  Remember the Human (who receives the communication.)

b) Would I want my parent or my crew advisor to read this? Remember Your Mom.

c) Would I want my employer or college admissions officer to read this? Remember My Future.

d) Would I respond the same way if I took a five-minute break? Remember to Breathe.

2) Do no harm to others.  Before communicating digitally about or with someone else, consider...

a) Is this my business? Am I causing drama? Am I making the situation better? Remember to Do No Harm.



Respect for PATHS Students and Staff – Building Norms


We share our space with the Portland Arts and Technology High School (PATHS). We are grateful for the partnership between our two schools, and we strive to be kind and courteous neighbors. All of our school rules and ideals apply when interacting with PATHS students and staff, whether custodians, administrators or fellow students. In 2007, a group of PATHS and CBHS students and staff created the following building norms to guide our behavior:


CBHS-PATHS Building Norms

1) Two Communities: One Building - Preserve It.

Leave no trace - whether graffiti or trash - that could impact all of our ability to take advantage of this great facility.

2) Every Teacher is Your Teacher.

Treat every staff member in the building, whether a PATHS secretary or a CBHS Crew Advisor, with the same deep respect that you deserve.

3) Each Student is Us.

Treat every student, whether a PATHS senior or a CBHS freshmen, with the same respect you accord any friend.

4) We Want You Here.

Stay in designated areas unless with a staff member. Be on time and prepared. 

5) Two Schools: One Goal - Learning.

We are all to here to learn and become the best possible versions of ourselves. Support and celebrate one another.


Respect for the Environment

“Leave no trace” is a fundamental tenet of CBHS stewardship. Leave any school space you use cleaner than when you found it – and with no sign of your impact. Students should make daily use of available recycling and composting options. Every student should also seek ways to be an energy saver, with both personal technology and school electrical use. Finally, CBHS citizens are encouraged to seek and advocate for ways to make our school ever more “green.”

Respect for Visitors

We are each CBHS ambassadors. Please welcome and introduce yourself to any school visitor.


Thanks to “a team of profoundly talented educators,” there is “[s]omething powerful happening at Casco Bay.”

~ Maine Magazine, September 2012


Advocates and Allies

In spring 2018, the Cabinet synthesized feedback from crews’ Courageous Conversations to create the following guidelines below for being an effective advocate and social justice ally.  


Being an Effective Advocate

  1. Be Informed.  Be clear on the who and what you are advocating for. Use evidence. Avoid over-generalizing (avoid “always and never” statements).
  2. Say something: speak up. Try to actively make change!
  3. Fight disrespect respectfully. It’s OK to make other people uncomfortable with informed truth or anger, but strive to communicate in a way that will gain more allies.


Being an Effective Social Justice Ally

  1. Listen.
  2. Learn as much as you can about the cause, group, or person you are trying to advocate for so that you know what you are standing up for, how to stand up for it, and how to educate others about this
  3. Reach out to the advocates to figure out what help is needed.
  4. Elevate the people in the group you are supporting; do not speak for them, give them voice.